Wilson Elementary School
School Accountability Report Card
Reported Using Data from the 2015-16 School Year
Published During 2016-17
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).
The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding
Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which
describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities.
Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
•
For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at
http://www.cde.ca.gov/ta/ac/sa/.
•
For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.
•
For additional information about the school, parents/guardians and community members should contact the school principal or
the district office.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional
information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system
that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and
data regarding English learners).
Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access
to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may
include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software
programs available on a workstation, and the ability to print documents.
About This School
Contact Information (School Year 2016-17)
School Contact Information
School Name-------
Wilson Elementary School
Street-------
409 Magnolia Street
City, State, Zip-------
Gridley, CA 95948
Phone Number------- (530) 846-3675
Principal-------
Tracey Allen
E-mail Address------- [email protected]
Web Site-------
http://www.gusd.org/Domain/10
CDS Code
04-75507-6003172
2015-16 School Accountability Report Card for Wilson Elementary School
Page 1 of 12
District Contact Information
District Name-------
Gridley Unified School District
Phone Number------- (530) 846-4721
Superintendent------ Jordan Reeves
-E-mail Address------- [email protected]
Web Site-------
www.gridley.org
School Description and Mission Statement (School Year 2016-17)
Wilson Elementary School is located in Gridley, California, at the heart of the Sacramento Valley. With a student enrollment of 577,
the staff and students work diligently to emulate the same small-town feel as its home city. The second through fifth grade school
has a staff of 24 classroom teachers, three intervention teachers, two special education teachers, two physical education teachers, a
speech therapist, and an instructional coach.
The design of our school supports high quality programs in a variety of ways including:
•
•
•
•
•
•
•
Professional development room for staff training, meetings & grade level collaboration
Every classroom is equipped with 1:1 Chromebooks
Well-stocked classroom libraries
Storage Areas for PE and recess equipment
A playground area which includes: a grass field, two play structures, and asphalt surfaces
Teacher Computer Workstations, projectors, and document cameras in each classroom
School library equipped with books & iPads
As Gridley Unified School District's mission statement claims, we are dedicated to ensuring a quality education in a safe, nurturing
environment that produces responsible, compassionate individuals by providing them a relevant curriculum enabling all students to
become productive citizens strengthened by the small town quality of life.
Wilson Elementary School Vision



Wilson Elementary School teachers create a safe, nurturing environment that challenges students to rise to their highest potential.
We strive towards the common goal of academic success and social/emotional well-being of every student.
Our staff, with the support of our parents and community, ensures that ALL students succeed and become critical and global
visionaries through engaging and relevant experiences.
Student Enrollment by Grade Level (School Year 2015-16)
Grade
Level
Number of
Students
Grade 2
154
Grade 3
148
Grade 4
149
Grade 5
151
Total Enrollment
602
2015-16 School Accountability Report Card for Wilson Elementary School
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Student Enrollment by Group (School Year 2015-16)
Student
Group
Percent of
Total Enrollment
Black or African American
0.7
American Indian or Alaska Native
0.2
Asian
2.3
Filipino
0
Hispanic or Latino
58.6
Native Hawaiian or Pacific Islander
0
White
33.7
Two or More Races
0.5
Socioeconomically Disadvantaged
67.9
English Learners
27.7
Students with Disabilities
7.6
Foster Youth
0.3
A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the Basic State Priority (Priority 1):
• Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are
teaching;
• Pupils have access to standards-aligned instructional materials; and
• School facilities are maintained in good repair.
Teacher Credentials
Teachers
School
District
2014-15
2015-16
2016-17
With Full Credential
31
32
0
Without Full Credential
0
0
0
Teaching Outside Subject Area of Competence (with full credential)
0
0
0
2016-17
Teacher Misassignments and Vacant Teacher Positions
Indicator
2014-15
2015-16
2016-17
Misassignments of Teachers of English Learners
0
0
0
Total Teacher Misassignments *
0
0
0
Vacant Teacher Positions
0
0
0
Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
2015-16 School Accountability Report Card for Wilson Elementary School
Page 3 of 12
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)
Percent of Classes In Core Academic Subjects
Location of Classes
Taught by Highly Qualified Teachers
Not Taught by Highly Qualified Teachers
This School
100.0
0.0
All Schools in District
100.0
0.0
High-Poverty Schools in District
100.0
0.0
Low-Poverty Schools in District
0.0
0.0
Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program.
Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)
Year and month in which data were collected: September 2015
In addition to the following textbooks, Engage New York, instructional modules that are aligned with Common Cores Standards, is
being implemented in grades second through fifth to support the implementation of Common Core Math Standards and Standards
for Mathematical Practice.
Textbooks and Instructional Materials/
Year of Adoption
Subject
From
Most Recent
Adoption?
Percent of Students
Lacking Own
Assigned Copy
Reading/Language Arts
California Benchmark Advanced (2016)
Yes
0%
Mathematics
California HSP Math, Grades 2-5, Houghton Mifflin
Harcourt School Pub.(2009)
Yes
0%
Science
Macmillan/McGraw-Hill California Science, Grade 25, Macmillan/McGraw-Hill (2008)
Yes
0%
History-Social Science
Reflections: California Series, Grades 2-5, Harcourt
School Publishers (2007)
Yes
0%
School Facility Conditions and Planned Improvements (Most Recent Year)
The main building of Wilson School contains 13 classrooms, boys and girls restrooms, a staff room, staff restrooms, library, media
center, speech room, and various offices. Even though this building was constructed in 1963, it was updated and modernized over
the summer of 2014 as a result of a bond measure that Gridley voters approved. The updating and modernization included a new roof,
HVAC systems in each of the classrooms, mounted projectors and screens, ADA compliant doorways, bathrooms, and office space. In
addition to this main building, there are 16 relocateable classrooms which house students, our special day class, intervention classes,
and our professional development training room. Wilson Elementary School has a portable multi-purpose room which houses 577
children for meals, assemblies and our after school program.
In addition to our monthly inspection forms that our head custodian completes, Dave Carroll, a certified Safety Professional, conducted
a risk management inspection of our campus on February 28, 2014.
School Facility Good Repair Status (Most Recent Year)
School Facility Good Repair Status (Most Recent Year)
Year and month of the most recent FIT report: November 2015
System Inspected
Repair Status
Good
Fair
Poor
Repair Needed and
Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC,
Sewer
X
All HVAC systems have been replaced in each of the
classrooms in the main hallway. New HVAC systems
were also installed in the cafeteria
Interior: Interior Surfaces
X
Interior doors of classrooms in the main hallway
have been replaced and are ADA compliant
2015-16 School Accountability Report Card for Wilson Elementary School
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School Facility Good Repair Status (Most Recent Year)
Year and month of the most recent FIT report: November 2015
Repair Status
System Inspected
Good
Fair
Repair Needed and
Action Taken or Planned
Poor
Cleanliness: Overall Cleanliness, Pest/
Vermin Infestation
X
Electrical: Electrical
X
Restrooms/Fountains: Restrooms, Sinks/
Fountains
X
Safety: Fire Safety, Hazardous Materials
X
Structural: Structural Damage, Roofs
X
Roof in the main building has been replaced. 3/4
sides of the cafeteria's exterior have been replaced.
the fourth side will be completed during the
summer of 2017.
External: Playground/School Grounds,
Windows/ Doors/Gates/Fences
X
New bark has been added to both play structure
sites. The floor in the cafeteria needs some repair.
A new security fence will be installed January 2017.
All bathrooms have been updated and are now
ADA compliant. One urinal in the boy's 2/3
bathroom needs repairing
Overall Facility Rating (Most Recent Year)
Year and month of the most recent FIT report: November 2015
Exemplary
Overall Rating
Good
Fair
Poor
X
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):
• Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the
Smarter Balanced Summative Assessments for students in the general education population and the California Alternate
Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade
eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were
eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with
alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant
cognitive disabilities); and
• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the
University of California and the California State University, or career technical education sequences or programs of study
CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students
Percent of Students Meeting or Exceeding the State Standards
(grades 3-8 and 11)
Subject
School
District
State
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
English Language Arts/Literacy
43
52
42
48
44
48
Mathematics
30
41
27
34
34
36
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
2015-16 School Accountability Report Card for Wilson Elementary School
Page 5 of 12
CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2015-16)
Number of Students
Student Group
All Students
Male
Female
Hispanic or Latino
White
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Grade
Percent of Students
Enrolled
Tested
Tested
Standard Met or
Exceeded
3
151
151
100.0
38.9
4
155
148
95.5
57.4
5
157
155
98.7
59.7
3
78
78
100.0
32.5
4
73
69
94.5
52.2
5
83
82
98.8
49.4
3
73
73
100.0
45.8
4
82
79
96.3
62.0
5
74
73
98.7
71.2
3
92
92
100.0
36.3
4
88
86
97.7
55.8
5
90
89
98.9
58.0
3
45
45
100.0
44.4
4
53
49
92.5
57.1
5
51
50
98.0
66.0
3
109
109
100.0
34.6
4
114
109
95.6
55.0
5
98
98
100.0
54.1
3
49
49
100.0
18.4
4
29
28
96.5
14.3
5
23
23
100.0
4.5
3
15
15
100.0
13.3
4
18
18
100.0
22.2
5
19
18
94.7
17.6
Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of
students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs
divided by the total number of students who participated in both assessments.
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested
is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received
scores.
2015-16 School Accountability Report Card for Wilson Elementary School
Page 6 of 12
CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2015-16)
Number of Students
Student Group
All Students
Male
Female
Hispanic or Latino
White
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Grade
Percent of Students
Enrolled
Tested
Tested
Standard Met or
Exceeded
3
151
150
99.3
46.0
4
154
148
96.1
46.0
5
157
153
97.5
30.7
3
78
78
100.0
46.1
4
72
68
94.4
48.5
5
83
81
97.6
30.9
3
73
72
98.6
45.8
4
82
80
97.6
43.8
5
74
72
97.3
30.6
3
92
91
98.9
37.4
4
87
86
98.8
39.5
5
90
87
96.7
27.6
3
45
45
100.0
64.4
4
53
49
92.5
55.1
5
51
50
98.0
38.0
3
109
108
99.1
38.9
4
113
109
96.5
44.0
5
98
97
99.0
23.7
3
49
49
100.0
20.4
4
29
29
100.0
17.2
5
23
21
91.3
9.5
3
15
15
100.0
13.3
4
18
18
100.0
33.3
5
19
17
89.5
11.8
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total
number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on
the CAAs divided by the total number of students who participated in both assessments.
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested
is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received
scores.
2015-16 School Accountability Report Card for Wilson Elementary School
Page 7 of 12
CAASPP Test Results in Science for All Students
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
Subject
School
District
State
2013-14
2014-15
2015-16
2013-14
2014-15
2015-16
2013-14
2014-15
2015-16
53
50
46
57
58
52
60
56
54
Science (grades 5, 8, and 10)
Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA)
in grades five, eight, and ten.
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
CAASPP Test Results in Science by Student Group
Grades Five, Eight, and Ten (School Year 2015-16)
Total
Enrollment
# of Students
with Valid Scores
% of Students
with Valid Scores
% of Students
Proficient or
Advanced
All Students
158
154
97.5
46.1
Male
83
80
96.4
46.3
Female
75
74
98.7
46.0
Hispanic or Latino
90
88
97.8
39.8
White
52
51
98.1
60.8
Socioeconomically Disadvantaged
99
98
99.0
37.8
English Learners
23
23
100.0
13.0
Students with Disabilities
19
17
89.5
41.2
Student
Group
Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of
students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores.
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
State Priority: Other Pupil Outcomes
The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8):
•
Pupil outcomes in the subject areas of physical education.
California Physical Fitness Test Results (School Year 2015-16)
Percent of Students Meeting Fitness Standards
Grade
Level
Four of Six Standards
Five of Six Standards
Six of Six Standards
---5---
21.3
18.7
47.1
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
2015-16 School Accountability Report Card for Wilson Elementary School
Page 8 of 12
C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):
•
Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.
Opportunities for Parental Involvement (School Year 2016-17)
A systematic belief that student success is a product of quality instruction in conjunction with meeting emotional, social and health
needs encompasses our core values. In order to meet the myriad of students' needs, Wilson Elementary School has a supportive and
collaborative relationship with the Gridley community and is continually seeking opportunities to strengthen these relationships. A
few highlights include: GESPTA (Gridley Elementary Schools Parent Teacher Association), School Site Council, The Gridley Fire
Department, ELAC (English Learners Advisory Committee), Northern Valley Catholic Social Services, BCOE (Butte County Office of
Education) Migrant Education Services, Girls on the Run, Gridley High School tutors, Victor Community Support Services, GHS FFA, and
GHS Leadership Team.
Literacy Celebrations, Jog-a-Thon fundraiser, Grandparents’ Day, monthly award ceremonies, field trips, band concerts, Wilson Track
Meet, and Gold Rush Days highlight the enrichment activities and opportunities for parent involvement at our school. Ongoing
communication is available via our website, Twitter accounts, Remind via Text messaging, electronic newsletters, parent-teacher
conferences, Student Success Team meetings, IEP meetings, and monthly calendars.
State Priority: School Climate
The SARC provides the following information relevant to the School Climate State Priority (Priority 6):
•
•
•
Pupil suspension rates;
Pupil expulsion rates; and
Other local measures on the sense of safety.
Suspensions and Expulsions
Rate
School
District
State
2013-14
2014-15
2015-16
2013-14
2014-15
2015-16
2013-14
2014-15
2015-16
Suspensions-------
0.8
3.6
3.1
4.9
4.8
4.8
4.4
3.8
3.7
Expulsions-------
0.0
0.0
0.0
0.2
0.1
0.0
0.1
0.1
0.1
School Safety Plan (School Year 2016-17)
Wilson Elementary School has an updated school emergency and disaster preparedness plan that encompasses: fire, earthquake,
chemical accident, bomb threat and dangerous intruder on campus (lock-down). The plan outlines the responsibilities of each staff
member and the procedures to follow per the emergency. Our emergency phone tree is updated regularly and earthquake, fire, and
lock-down drills occur monthly. All staff members, certificated and classified, have received training regarding our school-wide
emergency and disaster preparedness plan and ongoing discussions occur regarding student safety for the classroom, playground, and
cafeteria. Crossing guards, bus supervision, and noon duty supervisors are also in place and an emphasis is placed on bicycle,
pedestrian, and train safety due to the school’s proximity to a main thoroughfare and railroad tracks.
2015-16 School Accountability Report Card for Wilson Elementary School
Page 9 of 12
D. Other SARC Information
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Federal Intervention Program (School Year 2016-17)
Indicator
School
District
In PI
In PI
2012-2013
2013-2014
Year 2
Year 1
Number of Schools Currently in Program Improvement
N/A
4
Percent of Schools Currently in Program Improvement
N/A
80.0
Program Improvement Status
First Year of Program Improvement
Year in Program Improvement*
Note: Cells with N/A values do not require data.
Average Class Size and Class Size Distribution (Elementary)
2013-14
Grade
Level
2014-15
Avg.
Class
Size
Number of Classes
1-20
21-32
2
20
5
3
21
2
4
28
5
25
Other
27
1
2015-16
Avg.
Class
Size
1-20
21-32
2
21
1
4
20
6
4
28
7
25
33+
Number of Classes
1
Avg.
Class
Size
1-20
21-32
6
21
1
6
1
20
6
1
5
28
0
5
6
25
1
5
33+
Number of Classes
33+
2
Number of classes indicates how many classes fall into each size category (a range of total students per class).
Academic Counselors and Other Support Staff (School Year 2015-16)
Number of FTE
Assigned to School
Average Number of Students per
Academic Counselor
Academic Counselor-------
0
0
Counselor (Social/Behavioral or Career Development)
.3
N/A
Library Media Teacher (Librarian)
0
N/A
Library Media Services Staff (Paraprofessional)
1
N/A
.33 F.T.E.
N/A
0
N/A
Nurse-------
.33 F.T.E.
N/A
Speech/Language/Hearing Specialist
.60 F.T.E.
N/A
1.5
N/A
0
N/A
Title
Psychologist------Social Worker-------
Resource Specialist------Other------Note: Cells with N/A values do not require data.
*One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
2015-16 School Accountability Report Card for Wilson Elementary School
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Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)
Expenditures Per Pupil
Total
Supplemental/
Restricted
Basic/
Unrestricted
Average
Teacher
Salary
$5,268
$1,135
$4,134
$60,960
District-------
N/A
N/A
$4,286.61
$66,036
Percent Difference: School Site and District
N/A
N/A
-3.6
2.5
State-------
N/A
N/A
$5,677
$67,348
Percent Difference: School Site and State
N/A
N/A
-11.9
-3.3
Level
School Site-------
Note: Cells with N/A values do not require data.
Types of Services Funded (Fiscal Year 2015-16)
In order to support the diverse academic needs of all of our students, we have funded two full time intervention teachers that provide
explicit, targeted ELA instruction in the following areas: decoding, fluency, comprehension, and writing. These students were selected
based upon assessment data and progress is monitored weekly using AIMSWEB formative assessments. These groups are fluid which
allow for students to exit the intervention once mastery has been made. All students at Wilson Elementary School will also be
administered fluency and comprehension benchmark assessments three times per year and students progress will be closely
monitored using both iready and Aimsweb Assessment Data. Our intervention teachers are funded out of LCAP, Title I, and Title II
funds.
Instructional aides are also part of our Wilson Community and support our second grade, third grade, special education students, and
our tier 2/tier 3 intervention students. Our instructional aides work with students in small groups and provide additional support to
students in the area of ELA. Our instructional aides are funded out of Title I and Title III funds.
Instructional materials and staff development is provided for our English Language Development (ELD) teachers and funded out of
Title III.
Teacher and Administrative Salaries (Fiscal Year 2014-15)
Category
District Amount
State Average for Districts In Same Category
Beginning Teacher Salary
$38,263
$42,063
Mid-Range Teacher Salary
$60,671
$64,823
Highest Teacher Salary
$86,723
$84,821
Average Principal Salary (Elementary)
$106,599
$101,849
Average Principal Salary (Middle)
$121,851
$107,678
Average Principal Salary (High)
$125,513
$115,589
Superintendent Salary
$160,590
$169,152
Percent of Budget for Teacher Salaries
40%
35%
Percent of Budget for Administrative Salaries
7%
6%
For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
Professional Development (Most Recent Three Years)
As outlined in the Gridley Unified School District Common Core Implementation Plan, GUSD Board Goals, and LCAP Goals, the 20152016 school year staff development opportunities at Wilson Elementary will focus on Common Core implementation, technology
integration, English Language Development Strategies, Response to Intervention, and Professional Learning Communities. Therefore
prior to the school year, our teachers received professional development that focused on implementation of common core standards
and the integration of technology. In addition, Wilson Elementary School has early release days every Wednesday afternoon in which
teachers are engaged in professional development opportunities that focus on Common Core implementation, high leverage teaching
strategies, RtI, and technology implementation. In addition, data analysis, grade level collaboration, and cross-grade level
collaboration are scheduled during this time.
2015-16 School Accountability Report Card for Wilson Elementary School
Page 11 of 12
In order to accommodate the implementation of Common Core and the integration of technology, additional teacher release days are
scheduled throughout the school year, district after school workshops are offered, and teacher leaders have been sent to conferences
with technology, RtI, and English Language Development as the focus. These teacher leaders have shared their new learning with our
staff via our early release Wednesdays and after school workshops. To further support teacher implementation of Common Core and
technology integration, our instructional coach and principal provide in-class coaching, demonstration lessons, and feedback following
observations. Teachers, novice and veteran, are also given the opportunity to observe other teachers within our school and other
districts.
In addition to professional development opportunities for our certificated staff, our instructional aides receive professional
development in the area of Common Core high leverage strategies.
2015-16 School Accountability Report Card for Wilson Elementary School
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